This lesson will take 5 class periods Review of Meiosis (Day1) Independent Assortment (Day 2)- Focus question -Why is Genetic variability Important?
Random fertilization
Crossing Over
Genetic Recombination
Homologous Chromosomes
Nondisjunction
Down Syndrome
Abnormal number of Sex Chromosomes
Introduction Dog Genetics Inquiry Activity-Who are the parents?
Patterns of Inheritance (Day 3)
Review Mendel’s Principles
Alleles
Family Pedigrees
Inherited traits
Dog Genetics Inquiry Activity continued- Who are the parents?
Dog Genetics Inquiry Activity- Who are the Parents? (Day 4) Sex Linked Genes (Day 5)
Sex determination
Sex-linked Genes
Objectives
Students will be able to explain the ways human traits are inherited. Students will be able to diagram important processes of inhertiance. Student's will explain problems related to inheritance. Students will be able to predict inherited outcomes by using Mendel's Laws of independent assortment and using family pedigrees.
Materials
Dogs
Dog DNA Test Kits
Chromonoodles- made from pool noodles, tape and markers
Students grouped in groups of 2 or 3
Clearance from principal to bring in a dog
Check to see if any students are allergic
Instruction
Opening
Day 1-
To get students interested about genetics I will open the lesson by having students take the Celebrity baby quiz
I will also show them a few pictures of celebrity babies and the parents. The students will have to match the baby to the parents. We will discuss how they are able to tell who the baby belongs to.
To start the discussion The teacher will ask the students who they think they look like.
Why do you look like your parents?
Do you look like one more than the other?
Why do you think that is so?
What have you learned about meiosis? Day-2
The teacher will ask the students: Why the just don't look like one parent?
Why do you look like both parents?
How did you acquire both their traits? Day 3-
Students will take a quiz at the start of class an answer the following questions. (Homework will be collected at this time)
What color eyes do you have?
What color eyes do your parents have?
What color eyes do your siblings have?
We will start the class with a discussion on heritable traits Day 4-
Students will get back their lab procedures at the start of class and they will have to fix any edits or missing information. Students will have to write their hypothesis on the quiz sheet and that will be their ticket to start the inquiry activity. The teacher will go over the safety precautions and methods for handling animals in this lab. Day 5-
How do you know if someone is male or female?
What is the only surefire way to know?
Show the a snippet of the Oprah intersex video to explain that a persons phenotype may be different than their genotype.
Learning Activities
Day 1-
We will review meiosis by playing the chromonoodle activity. Students will be responsible for diagraming each phase of meiosis as we proceed through the activity. Day 2-
The teacher will ask the students to model crossing over in their activity groups. The students will explain why crossing over is important and presents their information to the class. This will be an informal assessment of yesterday's review activity.
We will take a few notes and discuss why non-disjunction and random fertilization are important for genetic variability
The students students will model non disjunction and random fertilization using the chromonoodles from the previous days activities.
The teacher will introduce how the inquiry activity on Dog genetics will work.
A handout will be passed out explaining what the nature of the activity is. Day 3/4-
The teacher and students will have a discussion on heritable traits. We will go over some heritable traits and talk about how traits are passed on. Students will be required to take notes as we discuss using a note taking guide. Students will understand what an allele is and how they can be dominant or recessive. the Teacher will go over Pedigrees analysis/ family trees. The teacher will model a few problems on how to construct and read pedigree analyses and have to students practice doing one. The teacher will go over the Dog Genetic Activity. Students will break into their group and receive their dog packets/case. The premise of the lab is that they want to adopt a dog from the pound, but they need to make sure it is safe to bring home to their family. A genetic test is the way to tell which breeds make up the dog. The packet will contain a picture of the dog and the dogs behavior profile and other information. The students will make observations about the dog based on the picture and the information. Students will write a procedure in their group on how they will obtain the dog DNA using the kit and the students will have to write safety procedures for what to do when working with a live animal. The students will turn in a copy of their procedure by the end of class. Day 4-
Students will spend the first 15 minutes of class, observing the dogs (there will be two different dogs) Half the class is assigned one dog and half the class another dog. They will record their observations on the inquiry handout. The students will be allowed to interact with the dog after asking for permission and stating why they would like to do so. Each group will then have time to collect their two swabs of the dogs' mouth and process the specimens accordingly. The students will return to their desks and be allowed to change their hypothesis or pedigree, if needed. Day 5-
Students will take notes on how sex is determined and how sex linked traits work. We will explore and discuss the errors and exceptions to the chromosomal inheritance theory and the mutations that result.
Closing
Day 1- After play the chromonoodle activity we will discuss what the activity represented. Day 2- Students will be asked to turn in an exit slip that asks the question "How is genetic variability increased?" List 2 ways. Homework will be assigned and the teacher will end class asking if the students have any questions on how meiosis works. Day 3- As a group we will write the safety precautions needed when handling live animals on a large post it. Homework will be assigned and students will be informed that they cannot participate in the lab until their procedure is turned in and the homework is done. Day 4- As a group we will discuss how they think the activity went. We will discuss how people took their samples and how careful they were when taking them. What are possible sources of error? We will predict as a class about what the results may look like when we get them back. Day 5- The period will conclude with students discussing whether children with learning disorders should be tested for Fragile X syndrome. Is knowing better or does it place limits on the child's opportunities?
Assessment
Day 2- Informal by group presentations, modeling and exit slip Day 5- Formal assessment due- lab write up
Homework
Day 2- Students will read over the lab handout, which provides the background story for the inquiry activity. Students are required to make a list of all the terms that they don't know and to look up what they mean. This will be turned in at the beginning of class. They should also list any questions or concerns they have about the activity. Day 3- Students will have to look up dog breeds and make a hypothesis of what kind of dog breeds make up their mutt. Students will then have to model a pedigree on what traits they think were inherited. Day 4- Students will formally write up their hypothesis, introduction/purpose materials, methods and hypothesized pedigree. This will be turned in the following class for a grade. Day-5- Students will complete a review packet on Human Inheritance knowing that they will have a short quiz in the following class.
Additional Notes
Homeworks on Day 4- the lab write up and Day-5 the packet will be graded
Unit: Human Genetics
Title: Inheritance of Human Traits
Lesson Overview
This lesson will take 5 class periodsReview of Meiosis (Day1)
Independent Assortment (Day 2)- Focus question -Why is Genetic variability Important?
- Random fertilization
- Crossing Over
- Genetic Recombination
- Nondisjunction
- Down Syndrome
- Abnormal number of Sex Chromosomes
Patterns of Inheritance (Day 3)Homologous Chromosomes
Introduction Dog Genetics Inquiry Activity-Who are the parents?
- Review Mendel’s Principles
- Alleles
- Family Pedigrees
- Inherited traits
- Dog Genetics Inquiry Activity continued- Who are the parents?
Dog Genetics Inquiry Activity- Who are the Parents? (Day 4)Sex Linked Genes (Day 5)
Objectives
Students will be able to explain the ways human traits are inherited. Students will be able to diagram important processes of inhertiance. Student's will explain problems related to inheritance. Students will be able to predict inherited outcomes by using Mendel's Laws of independent assortment and using family pedigrees.Materials
DogsDog DNA Test Kits
Chromonoodles- made from pool noodles, tape and markers
Students grouped in groups of 2 or 3
Links to Resources
Meiosis ReviewIntersex
Safety Issues
Clearance from principal to bring in a dogCheck to see if any students are allergic
Instruction
Opening
Day 1-To get students interested about genetics I will open the lesson by having students take the Celebrity baby quiz
I will also show them a few pictures of celebrity babies and the parents. The students will have to match the baby to the parents. We will discuss how they are able to tell who the baby belongs to.
To start the discussion The teacher will ask the students who they think they look like.
Why do you look like your parents?
Do you look like one more than the other?
Why do you think that is so?
What have you learned about meiosis?
Day-2
The teacher will ask the students: Why the just don't look like one parent?
Why do you look like both parents?
How did you acquire both their traits?
Day 3-
Students will take a quiz at the start of class an answer the following questions. (Homework will be collected at this time)
What color eyes do you have?
What color eyes do your parents have?
What color eyes do your siblings have?
We will start the class with a discussion on heritable traits
Day 4-
Students will get back their lab procedures at the start of class and they will have to fix any edits or missing information. Students will have to write their hypothesis on the quiz sheet and that will be their ticket to start the inquiry activity. The teacher will go over the safety precautions and methods for handling animals in this lab.
Day 5-
How do you know if someone is male or female?
What is the only surefire way to know?
Show the a snippet of the Oprah intersex video to explain that a persons phenotype may be different than their genotype.
Learning Activities
Day 1-We will review meiosis by playing the chromonoodle activity. Students will be responsible for diagraming each phase of meiosis as we proceed through the activity.
Day 2-
The teacher will ask the students to model crossing over in their activity groups. The students will explain why crossing over is important and presents their information to the class. This will be an informal assessment of yesterday's review activity.
We will take a few notes and discuss why non-disjunction and random fertilization are important for genetic variability
The students students will model non disjunction and random fertilization using the chromonoodles from the previous days activities.
The teacher will introduce how the inquiry activity on Dog genetics will work.
A handout will be passed out explaining what the nature of the activity is.
Day 3/4-
The teacher and students will have a discussion on heritable traits. We will go over some heritable traits and talk about how traits are passed on. Students will be required to take notes as we discuss using a note taking guide. Students will understand what an allele is and how they can be dominant or recessive. the Teacher will go over Pedigrees analysis/ family trees. The teacher will model a few problems on how to construct and read pedigree analyses and have to students practice doing one. The teacher will go over the Dog Genetic Activity. Students will break into their group and receive their dog packets/case. The premise of the lab is that they want to adopt a dog from the pound, but they need to make sure it is safe to bring home to their family. A genetic test is the way to tell which breeds make up the dog. The packet will contain a picture of the dog and the dogs behavior profile and other information. The students will make observations about the dog based on the picture and the information. Students will write a procedure in their group on how they will obtain the dog DNA using the kit and the students will have to write safety procedures for what to do when working with a live animal. The students will turn in a copy of their procedure by the end of class.
Day 4-
Students will spend the first 15 minutes of class, observing the dogs (there will be two different dogs) Half the class is assigned one dog and half the class another dog. They will record their observations on the inquiry handout. The students will be allowed to interact with the dog after asking for permission and stating why they would like to do so. Each group will then have time to collect their two swabs of the dogs' mouth and process the specimens accordingly. The students will return to their desks and be allowed to change their hypothesis or pedigree, if needed.
Day 5-
Students will take notes on how sex is determined and how sex linked traits work. We will explore and discuss the errors and exceptions to the chromosomal inheritance theory and the mutations that result.
Closing
Day 1- After play the chromonoodle activity we will discuss what the activity represented.Day 2- Students will be asked to turn in an exit slip that asks the question "How is genetic variability increased?" List 2 ways. Homework will be assigned and the teacher will end class asking if the students have any questions on how meiosis works.
Day 3- As a group we will write the safety precautions needed when handling live animals on a large post it. Homework will be assigned and students will be informed that they cannot participate in the lab until their procedure is turned in and the homework is done.
Day 4- As a group we will discuss how they think the activity went. We will discuss how people took their samples and how careful they were when taking them. What are possible sources of error? We will predict as a class about what the results may look like when we get them back.
Day 5- The period will conclude with students discussing whether children with learning disorders should be tested for Fragile X syndrome. Is knowing better or does it place limits on the child's opportunities?
Assessment
Day 2- Informal by group presentations, modeling and exit slipDay 5- Formal assessment due- lab write up
Homework
Day 2- Students will read over the lab handout, which provides the background story for the inquiry activity. Students are required to make a list of all the terms that they don't know and to look up what they mean. This will be turned in at the beginning of class. They should also list any questions or concerns they have about the activity.Day 3- Students will have to look up dog breeds and make a hypothesis of what kind of dog breeds make up their mutt. Students will then have to model a pedigree on what traits they think were inherited.
Day 4- Students will formally write up their hypothesis, introduction/purpose materials, methods and hypothesized pedigree. This will be turned in the following class for a grade.
Day-5- Students will complete a review packet on Human Inheritance knowing that they will have a short quiz in the following class.
Additional Notes
Homeworks on Day 4- the lab write up and Day-5 the packet will be graded